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Understanding Autism ���Professional Development Curriculum: ���

Characteristics and Practices ���for Challenging Behavior

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Introduction to Autism

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Who knows someone, personally ���or professionally, who has ���

Autism Spectrum Disorder (ASD)?

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What is ASD? ‣  ASD is a developmental

disorder that impacts the way individuals communicate and interpret their environment, often resulting in challenges with social interactions and processing information.

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DSM-5 ASD Criteria ‣  Persistent deficits in social communication and social

interaction across contexts ‣  Restricted, repetitive patterns of behavior, interests, ���

or activities •  Stereotyped or repetitive motor movements, •  Insistence on sameness, inflexible adherence to routines, ���

or ritualized patterns or verbal nonverbal behavior •  Highly restricted, fixated interests that are abnormal in intensity ���

or focus •  Hyper- or hypo-reactivity to sensory input or unusual interests

‣  Symptoms must be present in early childhood ‣  Symptoms cause clinically significant impairment in social,

occupational, or other important areas of current functioning

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Objectives By the end of the session, you will be able to: ‣  Describe typical characteristics of learners with ASD ‣  Become familiar with how ASD can impact individuals ���

in a school setting ‣  Understand that ASD manifests itself differently ���

in individual learners ‣  Recognize and maximize the strengths of students ���

with ASD ‣  Describe how to support students with ASD when ���

they exhibit challenging behavior

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ASD is a spectrum disorder.���No two people with autism are exactly alike.���

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Try This… ‣  Think about either a person you know with ASD

or what you’ve heard about people with ASD ‣  Write down 3 ways that their ASD is apparent ���

to you or 3 things that you know about ASD ���in general: 1. 2. 3. ‣  Share these within small group ‣  Notice differences/similarities

Please refer to

exercise #1 on the

corresponding handout.

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Some General Characteristics

CLICK HERE to View Video Clip – Segment One: Characteristics

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Challenges with Social Skills ‣  Reciprocity and Negotiating ‣  Joint Attention •  Shared focus of two people on an object

‣  Pragmatics •  The social use of language

‣  Leisure Skills ‣  Solitude

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Challenges with Communication ‣  Receptive/expressive language ‣  Language: rhythm, pitch, inflection and volume ‣  Body language, facial affect, interpretation ���

of non-verbal behavior of others ‣  Concrete and ���

literal thinking

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Other Challenges ���with Communication

‣  Difficulty understanding language ���with multiple meanings

‣  Humor ‣  Sarcasm ‣  Synonyms ‣  Idioms ‣  Metaphors

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The Hidden Curriculum

CLICK HERE to View Video Clip – Segment One: Characteristics

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Think About Your School… In groups of 3-4 discuss: ‣  What “social rules” exist in your school ���

that may be hidden from students with ���ASD (e.g. juniors and seniors don’t eat ���at the tables in cafeteria)?

‣  What help is available for students to learn these rules? ‣  How could you and others help your students to learn

these rules?

Please refer to

exercise #2 on the

corresponding handout.

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Challenges with Behavior ‣  Self-stimulation •  E.g. Rubbing fingers, pulling hair, rocking

‣  Perseverative topics of conversation ‣  Limited/obsessive range of interests ‣  Non-functional routines or rituals •  E.g. Having to have books in specific order

‣  Anxiety/depression ‣  Tantrums/meltdowns

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Repetitive Behaviors and ���Restricted Interests

CLICK HERE to View Video Clip – Segment One: Characteristics

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Strengths ‣  Using a student’s strengths to provide

intervention will maximize learning. Building and developing such strengths will increase personal independence and improve outcomes (Janzen, 2003).

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Capitalizing on Strengths

CLICK HERE to View Video Clip – Segment One: Characteristics

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Tips for ���Teachers

‣  What you can do… •  Organize work expectations •  Provide step-by-step instructions •  Give visuals to make information clear •  Be as concrete as you can •  Be consistent and predicable with your classroom structure •  Give only as much information as a student can process at one time •  Learn each student’s strengths •  Know, understand, and implement accommodations

‣  What you can help students learn to do… •  Interact with their peers •  Organize and plan their work •  Ask for help

For more support strategies, please review: Understanding Autism Professional Development Curriculum: Strategies for Classroom Success and Effective Use of Teacher Supports.

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More Supports ‣  For other evidence-based practices for students

with autism, visit:

‣  For case studies describing the use of these practices with secondary school students ���with autism, visit:

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Based on What I’ve Learned… What do I/my team need to:

• Stop doing • Continue doing • Start doing

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Practices for ���Challenging Behavior

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‣  Discuss the three stages of challenging behavior ‣  Identify strategies that will help you address

behaviors at each stage ‣  Identify supports available at your school

In this part of the ���session we will:

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Challenging Behaviors What are they? ‣  Aggression ‣  Self-injury ‣  Social maladaptive ���

behavior ‣  Property destruction ‣  Withdrawal ‣  Oppositional behavior ‣  Stereotyped behavior

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What Can Cause Challenging Behavior?

‣  Can result from stress and anxiety ‣  When needs for the following can not be met:

•  For information •  For sameness •  For a tangible item •  Due to expectations (of self, others, environment) not met •  To lower stimulation in the environment

‣  Appears differently in every student ‣  Remember: Limited communication skills can

impact student’s ability to express needs

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3 Stages of Challenging Behaviors

STAGE 3

RECOVERY

STAGE 2

MELTDOWN

STAGE 1

RUMBLING

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Stage 1 - Rumbling

CLICK HERE to View Video Clip – Segment Three: Practices for Challenging Behavior

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Stage 1 – Rumbling – ���What Can You Do?

CLICK HERE to View Video Clip – Segment Three: Practices for Challenging Behavior

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Stage 1– Rumbling – What Can You Do?

‣  Identify student triggers ‣  Modify the classroom environment ‣  Provide choice, feedback, and praise ‣  Provide strong reinforcement ‣  Allow for an “antiseptic bounce” – ���

separate student from stressful environment ‣  Provide a “home base” or “cool zone”

Out of the ordinary minor behaviors Tell-tale signs that the student is stressed

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Reflect on a Student with ���Challenging Behaviors

‣  What are his or her rumbling signs? ‣  What have you/are you doing when ���

he or she starts rumbling? ‣  What might you do differently to ���

help manage future situations? ‣  Share with a colleague

Please refer to

exercise #3 on the

corresponding handout.

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Stage 2 – Meltdown

CLICK HERE to View Video Clip – Segment Three: Practices for Challenging Behavior

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Stage 2 – Meltdown – ���What Can You Do?

CLICK HERE to View Video Clip – Segment Three: Practices for Challenging Behavior

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Stage 2 – Meltdown – ���What Can You Do?

‣  Demonstrate empathy ‣  Provide space ‣  Provide assurances ‣  Maintain calm

Student loses control Externalized and/or internalized behavior

‣  Maintain safety ‣  Implement emergency plan ‣  Remove others as needed

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Reflect on a Student with ���Challenging Behaviors���

‣  What is the current plan for managing his/her meltdowns?

‣  What, if anything, would you ���like to change about the plan?

‣  Share with a colleague

Please refer to

exercise #4 on the

corresponding handout.

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Stage 3 – Recovery

CLICK HERE to View Video Clip – Segment Three: Practices for Challenging Behavior

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Stage 3 – Recovery – ���What Can You Do?

‣  Direct student to a highly motivating task ‣  Reintegrate student into a normal routine ‣  Provide strong reinforcement ‣  Communicate support ‣  Build on successes

Not yet ready to learn Needs help easing back in

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Reflect on a Student with ���Challenging Behavior���

‣  What is the current plan for helping this student recover from a meltdown?

‣  What, if anything, would you ���like to change about the plan?

‣  Share with a colleague

Please refer to

exercise #5 on the

corresponding handout.

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After the Meltdown… ‣  Figure out the root cause ‣  Talk with others about how to deal with the

student’s behavior in the future ‣  Develop a partnership with parents/guardian ‣  Teach the student: •  To recognize his own triggers •  To ask for help •  How to properly communicate immediate needs •  To initiate calming routines or ask for someone to assist

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KNOW THE WARNING

SIGNS!

HAVE A PLAN!

Most Importantly…

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At My School… ‣  When I have concerns about a student’s behavior ���

I get support from… ‣  Our process for addressing the challenging

behavior of students with ASD includes ���these steps:

1. 2. 3. 4.

Please refer to ���the handout, ���

“At My School” ���

that corresponds

with this exercise.

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In Summary ‣  Students with ASD may experience challenges with:

•  Communication •  Social Interactions •  Behavior

Focus on strengths! ‣  The 3 stages of challenging behavior :

•  Rumbling •  Meltdown •  Recovery

Have a plan! Know the signs!

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Resources ‣  Center on Secondary Education for Students with ASD -

‣  Organization for Autism Research -

‣  National Professional Development Center on ASD -

‣  Understanding Autism Teacher’s Guide-

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Credits Thank you! ‣  Amber Majors ‣  Jessica Dykstra ‣  Cici Sidor ‣  Michael Maloney ‣  Charlotte Crane ‣  Whitney Griffin ‣  Mike Graves ‣  Melissa Dubie ‣  Melissa Teitelbaum ‣  Magno Sartorio

‣  Kristie Lofland ‣  Kay Hamrick ‣  Joshua Taylor ‣  Joanna Sandusky ‣  Jennifer Johnson ‣  David Hume ‣  Dana Rusher ‣  Carsyn Butler ‣  Amber MacCarth ‣  Evans Caison

Developed by: ‣  Suzanne Kucharczyk ‣  Kara Hume ‣  Benjamin Kaufman ‣  Susan Hedges ‣  Melissa Sreckovic

The work reported here was supported by the Institute of Education Sciences, U.S. Department of Education through Grant R324C120006 awarded to UNC Chapel Hill. The opinions expressed represent those of the authors and do not represent views of the Institute or the U.S. Department of Education.

All video clips used in this presentation are from a DVD that was developed by the Organization for Autism Research (OAR) in collaboration with Fairfax County (Va.) Public Schools, with funding the American Legion Child Welfare Foundation, the Doug Flutie Jr. Foundation for Autism, and OAR.

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Image Credits ‣  Slide 2: Purchased from Shutterstock ‣  Slide 3: Clipart from Microsoft Word ‣  Slide 4: Photo used with permission from John van Ark ‣  Slide 6:

•  Einstein: http://www.npr.org/blogs/13.7/2011/09/28/140839445/is-einstein-wrong •  Warhol: http://gvshp.org/blog/2013/08/06/happy-birthday-andy-warhol/ •  Rain Man: http://dailypuglet.blogspot.com/2010/08/tyler-durden-rain-man.html •  Daryl Hannah: http://mirror80.com/2011/08/make-a-splash-with-80s-style-fashion-and-interior-design-inspired-by-the-

movie-splash/  •  Temple Grandin: http://blog.thearc.org/tag/temple-grandin/ •  Alexis Wineman: http://gawker.com/5975329/upcoming-miss-america-pageant-will-feature-its-first-autistic-contestant •  Mozart: http://www.npr.org/2006/01/01/5076402/classical-music-2005-and-beyond •  Max from Parenthood: http://www.nj.com/entertainment/tv/index.ssf/2010/02/how_tv_shows_try_or_choose_not.html

‣  Slide 11: Photo used with permission from Susan Hedges ‣  Slide 12: From http://breakbrunch.com/lol/8319 ‣  Slide 13: https://plus.google.com/117438034170680287273/posts/5VHD8tXD4Jy ‣  Slide 18: http://www.coolfactsforkids.com/venus-flytrap-facts-for-kids/ and http://bettafishpictures.com/bettafish10.htm ‣  Slide 22: Clipart from Microsoft Word ‣  Slide 23: Purchased from Shutterstock ‣  Slide 25: Photo used with permission from CSESA